Abstract

Situational interest is the positive affect and sustained
attention triggered by particular contexts (Hidi & Renninger, 2006). Some studies
show interesting information enhances learning while others find it hinders
learning, producing the seductive detail effect. Limited evidence suggests the
seductive detail effect is weakened if emotionally interesting information is
relevant to main ideas. The present research shows the seductive detail effect
occurs only under certain conditions. Harp and Mayer (1997) proposed that
generating cognitive, rather than emotional, interest is more effective for
improving learning by cueing relationships among concepts for easier processing.
Hidi and Renninger (2006) argue distinguishing between the emotional and
cognitive might be artificial. Present research found benefits from cognitive
interest but no support as to whether cognitive interest is necessarily a
distinct type of interest from emotional interest. There were some challenges
with operationalizing cognitive interest, as well as validating strategies
utilized to manipulate cognitive interest levels.